2. Learning Objective
• Standard 1, objective 1, a: Represent whole
numbers in groups of hundreds, tens, and
ones using base ten models and write the
numeral representing the set in standard and
expanded form.
3. Learning Objective
• Standard 1, objective 3, d: Demonstrate
fluency with two- and three-digit addition and
subtraction problems, using
efficient, accurate, and generalizable
strategies that may include mental arithmetic
and standard algorithms and mental
arithmetic, and describe why the procedures
work.
4. Learning Objective
• Standard 3, objective 1, a: Describe and
classify plane and solid geometric figures (i.e.,
circle, triangle, rectangle, square, trapezoid,
rhombus, parallelogram, pentagon, hexagon,
cube, sphere, cone) according to the number
of sides and angles or faces, edges, and
vertices.
13. Sarah, Kendra, and Ty each
have 10 starbucks. Between the
three of them, how many total
starbucks are there?
14. Reflection
The game itself went really well. The students
were very engaged, and loved being involved
with technology in the classroom. The
competition also motivated them to
focus, even though for the most part the
scores were clearly even. I’ve never heard the
room so quiet as when Madison was adding
up the points. The questions, however, were
too easy. This would be more appropriate at
the beginning of the year.
16. Student Use of Technology
• For this lesson I couldn’t have each student
with their hands on the technology, however
they were the ones controlling it. They were
the ones choosing where we went in the
game, and I never clicked anything they didn’t
tell me to.
• The students in this lesson demonstrated
active learning because they were constantly
thinking and answering questions.
17. Technology is Essential
Honestly, this is debatable. My teacher had
been doing review using an overhead
projector, which works just fine. The students,
however, were much more engaged with the
LCD projector. This also allowed for the
competition factor, which would be hard to
organize with only an overhead and a white
board. So this lesson could have been taught
without the technology, but it would not have
been nearly as effective.
18. Focus on Learning Task
• Although the technology was “cool” and
exciting for the students it did not draw away
from the math. In fact, I had not seen them so
engaged in math in my whole practicum
experience.
• The students needed hardly any additional
instructions to use the technology. They were
already familiar with the game, too, so they
understood what they had to do with very
little time taken to explain it.
19. Added Value
As I mentioned before, my teacher was using an
overhead to review math, so the technology is
not essential to the content. A game would
also be possible without the technology, so it
is not essential to the activity. However, the
technology did add value to the lesson in the
level of engagement, and it allowed us to play
a game in a style the students were already
familiar with and excited about.
